Workplace Conflict
Date:
Time: 76 Minutes
Class: Self and Society Teacher:
HSP3M
# of Days: 1
Unit: 3
Chapter: 7.4, pgs. 224-229
Expectations:
• Students will identify the primary and secondary agents of socialization and evaluate
their influence (SO3.02).
• Students will explain why behaviour varies depending on context and on the
individuals involved (SO2.03).
• Students will describe the structural ways in which conflict is addressed in the
workplace (SS2.02).
• Students will demonstrate an understanding of the factors that explain human
behaviour from the perspective of psychology (IS1.03).
By the end of this lesson students will be able to:
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Understand the key concepts of the chapter
Apply conflict resolution skills to everyday work problems
Materials:
Student textbook
Student notebooks and pens
Local statistics regarding family trends in the Niagara region
Overhead projector
Procedures/Training Strategies:
Prior to the lesson, students should be expected to have completed the section 7.4 reading
(pgs. 224-229). If students have not all read the text, briefly review the readings - using
the subtitles as a guide – ask students to help fill in the information.
Introduction: 15 minutes
Have students complete the quizzes on pgs. 225 (How you respond to discipline) and 226
(Sibling Rivalry at Work). Have students discuss the validity of these quizzes from their
perspective. How true and accurate do they think their results are?
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Class Activity and Discussions: 30 minutes
Divide students into groups of 3 or 4.
Have each group come up with a workplace conflict to act out – encourage students
to incorporate various work relationships into their conflict. It might be helpful to
give each group a specific work setting to ensure variety in the class (factory, retail
store, accounting office, school, tourist attraction, restaurant, etc....).
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Instruct each group to come up with 2 possible solutions to the conflict. Students
should incorporate the various conflict management styles from page 229 into their
role-play.
Once students have planned/practiced their role-plays, have them presented to the
class. As a class, identify the conflict management styles being used.
Discussion: 20 minutes
Once these have been presented, have students consider the various conflict
management styles and the factors that influence our use of each style.
Present data from local students regarding bullying behaviours and coping strategies.
For each graph or table, ask students to identify the possible implications of these
behaviours on future work relationships. Will they have an impact? If so, how
should teachers, families, counselors, etc...be helping young people to prepare for the
working world?
Individual Assignment: 10 minutes
Have students individually respond to question 22 on page 232. Each student should
submit his or her written response for evaluation.
Evaluation Method:
Student participation in group discussions will be evaluated according to the rubric
below, as will their written assignment.
Accommodation for Exceptional Students:
Students with special needs should be accommodated according to IEP guidelines.
Students with language difficulties should participate in a small group that will be
sensitive to their needs, use of the computer might help, or assistance from a peer might
need to be established.
Enrichment/Extension Activities:
For students keen to explore the issues of conflict in the work place, suggest that they
establish a sexual harassment policy for the classroom, similar to one that they might find
in a work setting. If they need a starting point, suggest that they collect a sample from
the Internet for some ideas.
Lesson Evaluation/Lesson Notes
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Formative: □
Summative: □
IEP □
Knowledge 15%
Inquiry 10%
Communication 50%
Application 25%
Homework to correct from last day:
Homework to collect from last day:
Homework assigned for today and due date:
Rubric: Workplace Conflict
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Unit 3, Chapter 6, pgs. 190-193
Level
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4
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3
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2
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Description
Student identifies the primary and secondary agents of socialization and
evaluates their influence with extensive accuracy and detail (SO3.02).
Student explains why behaviour varies depending on context and on the
individuals involved with extensive accuracy and detail (SO2.03).
Student describes the structural ways in which conflict is addressed in the
workplace with a high degree of clarity (SS2.02).
Student consistently demonstrates an understanding of the factors that
explain human behaviour from the perspective of psychology (IS1.03).
Student identifies the primary and secondary agents of socialization and
evaluates their influence with considerable accuracy and detail (SO3.02).
Student explains why behaviour varies depending on context and on the
individuals involved with considerable accuracy and detail (SO2.03).
Student describes the structural ways in which conflict is addressed in the
workplace with considerable clarity (SS2.02).
Student usually demonstrates an understanding of the factors that explain
human behaviour from the perspective of psychology (IS1.03).
Student identifies the primary and secondary agents of socialization and
evaluates their influence with some accuracy and detail (SO3.02).
Student explains why behaviour varies depending on context and on the
individuals involved with some accuracy and detail (SO2.03).
Student describes the structural ways in which conflict is addressed in the
workplace with some clarity (SS2.02).
Student sometimes demonstrates an understanding of the factors that explain
human behaviour from the perspective of psychology (IS1.03).
Student identifies the primary and secondary agents of socialization and
evaluates their influence with limited accuracy and detail (SO3.02).
Student explains why behaviour varies depending on context and on the
individuals involved with limited accuracy and detail (SO2.03).
Student describes the structural ways in which conflict is addressed in the
workplace with limited clarity (SS2.02).
Student rarely demonstrates an understanding of the factors that explain
human behaviour from the perspective of psychology (IS1.03).
Note: The lesson plans above are provided for your convenience. YLC-CURA doesn't endorse, or
assume responsibility for the contents of the example lesson plans.
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